TEACHING SCIENCE AND MATHEMATICS: PROBLEMATIZING PEDAGOGICAL PRACTICES DEVELOPED IN TRAINING CONTEXT
Keywords:
Ensino de Ciências, Ensino de Matemática, . Formação Docente, Práticas DocentesAbstract
This text presents the report of an experience developed in the context of teacher training actions during the offering of the subjects of Science Teaching and Mathematics Teaching, in the Specialization Course in Knowledge and Pedagogical Practices in Elementary Education, at the Center for Education, Letters and Arts, from the Federal University of Acre. The training actions we refer to were characterized as a set of activities, developed in five meetings, totaling 15 hours. The meetings were planned to address content, based on consideration of the Thematic Units, the Areas of Natural Sciences and Mathematics, which are part of the National Common Curricular Base (2017). In this context, it is noteworthy that the topics covered were the following: nutrition, regional productive activities, floods, trash and butterflies. They emerged, from the teaching and learning processes, in the moments of content approach and, in the same way, from the interactions established between the different actors who participated in the activities, in addition to the elements that comprise scientific concepts, epistemological aspects, which theoretically place them in the educational context and allow us to reflect on our practices and their results, namely: ethnomathematics, mathematical modeling, scientific education, scientific and mathematical literacy, interculturality and interdisciplinarity.
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